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2015 OU Zarrow Center for 10th OTI

Secondary Transition Planning for Young Adults with Significant Disabilities

Thefollowing information is provided to (a) ensure young adults with significant disabilities have effective secondary transition plans and services; and (b) ensureplans and services are appropriate to meet their needs.

Questions to Consider

1. Can the young adult express his or her interests? If not, obtain as much information from parents and caregiversas possible to develop the transition plan.

2. What special health care needs must be addressed?

3. Describe needs or challenges preventing the young adult from working outside of the home?

4. Who can provide the education/training activities to assist the young adult?

5. What can the young adult accomplish without assistance?

6. What else could the young adult accomplish with assistanceprovided by a job coach, habilitation trainingspecialist (HTS), or other caregiver?

Scenario 1

Jane Dole has cerebral palsy, poor fine motor skills, uses a power chair for mobility, and requires full-time assistancefor daily personal needs. She is quite verbal and can be easily understood. Jane enjoys interacting with children,especially babies. She would love to get married and have a family. Through interviews and transitionassessment, Jane expressed her desire to work with children. She completed the TPI-2 Modified form for students with significant support needs.

Postsecondary Goals

  • Education/Training: Jane will audit child care/early childhood classes at the local CareerTechCenter with a full-time HTS.
  • Employment: With the assistance of a full-time HTS, Jane will volunteer at a community child daycare program.
  • Independent Living: Jane will live in a group home and utilize public transportation toparticipate in her classes and job shadowing activities.

Clarification

In Scenario 1, Jane may obtain a pass/fail grade for the course(s) taken at the CareerTech as she will not be able to complete all of the required activities at the level of her nondisabled peers; however, she is accessing the same information and being exposed to the same settings as the other participants to enable her to properly interact with children. Although Jane may not earn an hourly wage for her job shadowing experiences, she is still accomplishing the goal she set out to do in terms of employment.

Annual Transition Goals

  • Education/Training: Given information from the local CareerTech, Jane will report admission requirements and deadlines, name of disability service provider at CareerTech to her IEP team, and set up an appointment with the CareerTech disability provider with 100% accuracy.
  • Employment: After researching careers in the childcare field, Jane will report 5 skills needed to work in this field.
  • Independent Living: Given direct instruction and guided practice, Jane will report the steps to call special transportation and schedule a pick up and drop off time from her house to the a local childcare center and CareerTech center 4 out of 4 opportunities.

Scenario 2

John Deer is a 21-year-old who has a significant intellectual disability, is blind, and exhibits self-stimulatory behavior.John loves balloons and the squeaking sounds they make when inflated and touched, or rubbed. Due toJohn’s significant health care needs, he lives with his parents and has a part-time assistant who comes to his home tohelp with daily personal needs. John likes traveling in a vehicle. He wants to earn his own money so he does nothave to rely so heavily on his parents. John’s expressive verbal skills are low, so it is difficult to obtain informationfrom John. Therefore, discussions with his parents revealed John’s love of balloons, car travel, and desire to earnmoney. John’s parents completed the Personal Preference Indicators assessment.

Postsecondary Goals

  • Education/Training: John will participate in on-the-job training at flower shops or Party Galaxy tolearn how to properly inflate balloons.
  • Employment: With the assistance of a job coach, John will develop and operate a home-based balloon business.
  • Independent Living: John will live at home with his parents and will maintain a checkbook and payfor his purchases with the assistance of his parent(s) or assistant.

Clarification

In Scenario 2, John will participate in the development and operation of a home-based balloon business. He will notbe able to do this on his own, and he will require the assistance of his parent(s) and assistant to deliver his product.There are a number of activities in which John could participate during high school (as annual transition goals) tohelp prepare for his home business. The example of a home business could be applied to many areas of interest foryouth who have significant disability or health care issues. For example, young adults may have interests orpreferences to bake or create jewelry. Those could all be developed into home businesses (i.e., baking dog biscuitsfor resale at local veterinary offices or assembling jewelry to sell at local craft shows).

Annual Transition Goals

  • Education/Training: With assistance of a job coach, John will complete a job shadowing experience at the local flower shop and appropriately inflate and tie balloons 4 out of 5 attempts.
  • Employment: After completing job shadowing experiences at a local flower shop and/or party store, John will communicate to the IEP team his preference and why with 100% accuracy.
  • Independent Living: Given direct instruction and guided practice, John will adhere to a mock balloon delivery schedule by setting an alarm, dressing himself, assisting with loading balloons, and completing a delivery on time 4 out of 4 opportunities.

Scenario 3

Phil Pickens is a young man who has cerebral palsy, uses an augmentative/alternative communication (AAC) deviceto communicate, and requires support and assistance for all daily care and mobility activities. Phil’s family supportshis move into his own apartment, but they are worried about consistency of care for Phil, especially in terms ofmedical follow up. Phil has plans to go to college, but wants to try living on his own for a bit after graduation fromhigh school, before he applies to college. Phil’s family wants to renovate their home to allow Phil private space andaccess. They want him to be able to handle his own health, medical, and safety needs. Phil will likely live in thisadapted home when he goes to college. Phil currently has support through Developmental Disabilities ServicesDivision (DDSD) for in-home support and job coaching. Phil completed the Life Skills Inventory.

Postsecondary Goals

  • Education/Training: Phil will enroll in the local community college.
  • Employment: Phil plans submit free-lance sports writing articles to the local paper from his home.
  • Independent Living: Phil will live independently in his own apartment with support.

Clarification

In Scenario 3, Phil may also identify supports he needs so that he can properly identify the type of individualwho will be able to best assist him with his endeavors. Phil can work on developing a list of roles for his support staffas well as interview questions to utilize when hiring that individual.

Annual Transition Goals

  • Education/Training: After visiting three local colleges and the disability service office of each, Phil will use his AAC device to communicate to his IEP team the pros and cons of each with 100% accuracy.
  • Employment: After essay writing instruction, Phil will write three sports essays covering current, past, and upcoming events with 90% accuracy for structure and grammar.
  • Independent Living: Given community-based instruction on grocery shopping and a grocery list, Phil will independently navigate the grocery store, locate items on the grocery list, and purchase items 3 out of 4 times.